Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read.

Muter, Valerie; Hulme, Charles; Snowling, Margaret; Taylor, Sara

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Peer reviewed

ERIC Number: EJ572347

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0965

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Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read.

Muter, Valerie; Hulme, Charles; Snowling, Margaret; Taylor, Sara

Journal of Experimental Child Psychology, v71 n1 p3-27 Oct 1998

Examined phonological skills of children during their first two years of learning to read. Found that segmentation was strongly correlated with reading and spelling attainment at the end of the first year of school; letter-name knowledge predicted reading and spelling skill and interacted with segmentation skills. Rhyming predicted spelling skills by the end of the second year. (Author/KB)

Descriptors: Emergent Literacy, Knowledge Level, Letters (Alphabet), Longitudinal Studies, Phonology, Predictor Variables, Preschool Children, Preschool Education, Reading Ability, Reading Skills, Rhyme, Spelling

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A